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Cited by 1EFL/ESL Teaching and LearningTeacher Education and Leadership StudiesEducation, Achievement, and Giftedness

Investigating the Role of Self-Efficacy in Manipulating Instructional Textbooks: A Matter of Iranian Language Teachers

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Ganjabi, Mahyar, Jafarigohar, Manoochehr, Soleimani, Hassan, Iravani, Hassan·2013·International Journal of Applied Linguistics & English Literature
DOI 10.7575/aiac.ijalel.v.2n.6p.76
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Abstract

Guided by the research on the self-efficacy beliefs on the one hand and the works done on instructional materials evaluation and selection on the other, this study followed a two-fold purpose: first, examining teachers’ reactions towards prescribed textbooks and second, investigating relationships between such reactions and teachers’ sense of self-efficacy. Accordingly, 312 Iranian in-service high school English language teachers (N=312) were asked to respond to two scales: Self-Efficacy to Influence Instructional Textbooks (SEIIT) scale devised by the researchers according to the principles of Social Cognitive Theory and the 12-item Teacher’s Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001). The data analysis revealed acceptable psychometric properties of the newly developed scale and a degree of correlation between self-efficacy in teaching and in dealing with prescribed textbooks. The findings also provided a number of practical and theoretical implications.

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  • Atay's (2007) pre-service teachers score themselves low on providing alternative explanations or examples when students are confused, a task for which in-service teachers in Chacón (2005) and Ganjabi et al. (2013) indicate high self-confidence.

    “In contrast, though, Atay's pre-service teachers score themselves low on providing alternative explanations or examples when students are confused, a task for which the inservice teachers in the Venezuelan and Iranian studies (Chacón, 2005;Ganjabi et al., 2013) indicate high levels of self-confidence.”

    From Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016) (2018) · cites this paper as Ganjabi et al., 2013

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  • Chacón (2005) and Ganjabi et al. (2013) report that teachers in Venezuelan and Iranian contexts feel relatively inefficacious in involving children's parents in supporting language learning, while Atay's (2007) Turkish teachers score themselves highly on this task.

    “For example, in Venezuelan and Iranian contexts respectively, Chacón (2005) and Ganjabi et al. (2013) report that teachers feel relatively inefficacious in involving children's parents in supporting language learning (which suggests the parents may be relatively inaccessible to teachers in these contexts), while Atay's (2007) Turkish teachers score themselves highly on this task.”

    From Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016) (2018) · cites this paper as Ganjabi et al. (2013)

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Cited by

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Authors
Ganjabi, M., Jafarigohar, M., Soleimani, H., & Iravani, H.
Affiliations
Payame Noor University (IR)
ORCID
Jafarigohar, Manoochehr
Venue
International Journal of Applied Linguistics & English Literature
Publisher
Australian International Academic Centre
Published
2013-11-01
Volume
2
Issue
6
Pages
76-87
ISSN
  • 2200-3452 (ISSN-L)
  • 2200-3592
DOI
10.7575/aiac.ijalel.v.2n.6p.76
OpenAlex
W1980569224
Cited by
0
References
1
FWCI
0.00
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
International Journal of Applied Linguistics & English Literature (publishedVersion, cc-by)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords
teacher self-efficacy, textbook evaluation, textbook selection, high school English teachers, in-service teachers, scale development, Iranian language teachers

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